Roczniki Teologiczne, 2003, T. 50, z. 6

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    Jaki język dla współczesnej katechezy?
    Kulpaczyński, Stanisław (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2003)
    The General Directory on Catechesis speaks that one of the important issues to solve is language. An answer to the question about language for contemporary catechesis has been presented in four parts. Language as the basic means of communication undergoes changes. Language allows us to know the world, but it also is a means of evaluation for the speaker. From the psychological point of view, the development of language calls for appropriate conditions. An inappropriate use of the masse media, especially television, may mould children into silent consumers. The Church stresses the valor and dangers of the new audiovisual language that shapes the mentality of the contemporary man. At the moment, the homo videns begins to prevail, not the homo sapiens. The General Directory on Catechesis postulates a language that is comprehensible for all groups that are taught religious instruction. There is also a religious language, the language of catechesis, that calls for respect to the principle of loyalty to God and man. The religious language has its specific functions and kinds. The language of communication in contemporary school changes and is exposed to falsity. One notices an increasing lack of reflection in the reception of the image of Christianity. The media picture is biased, with the use of hidden persuasion and manipulation as regards the selection of contents and arguments. Following Joseph Colomb six attributes of the catechetic language have been given. The catechetic communication needs also the language of art. The word usually dominates at religious classes, but they need a picture as well. The Lord Jesus made use of the word and picture in His teaching (e.g. J 8:3-11). Art, especially sacral art, was, is, and may be a testimony and a language speaking about God and human faith. Using the language of art in catechesis demands that catechists and their students be appropriately prepared. In catechesis one should therefore use the new language of the mass media, being at the same time faithful to God and man. Now using the language of symbols, it is worth to use the four-stage method (recognition, personal reception, contemplation, and expression), taking into consideration the varied functions they can play in catechesis. The paper ends with some practical remarks on the language being made perfect by catechists in the process of catechesis.